ArticleCBE life sciences education2018
Energy Connections and Misconnections across Chemistry and Biology.
Article in CBE life sciences education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
18 citing papers in PubMed.
- Metabolic Structure: A Paradigm Revisited in Light of the Fundamental Parameters of Living Systems.BioEssays : news and reviews in molecular, cellular and developmental biology · 2026Review
- Supporting Development of Mechanistic Reasoning Across Chemistry and Biology.CBE life sciences education · 2026Article
- Making sense of ATP hydrolysis: how students reconcile conflicting ideas from chemistry and biology.Journal of microbiology & biology education · 2026Article
- An Asynchronous Chemistry-in-biology Intervention Improves Student Content Knowledge and Performance in Introductory Biology.CBE life sciences education · 2025Article
- Showing the Bonds-A Subtle but Important Difference in Figure Design that May Alleviate Student Confusion about ATP Hydrolysis.microPublication biology · 2025Article
- How students taking introductory biology experience the chemistry content.Journal of microbiology & biology education · 2024Article
- Examining and Supporting Mechanistic Explanations Across Chemistry and Biology Courses.CBE life sciences education · 2024Article
- How Do Instructors Explain The Mechanism by which ATP Drives Unfavorable Processes?CBE life sciences education · 2023Article
- Students explain evolution by natural selection differently for humans versus nonhuman animals.CBE life sciences education · 2023Article
- Student Perceptions of a Framework for Facilitating Transfer from Lessons to Exams, and the Relevance of This Framework to Published Lessons.Journal of microbiology & biology education · 2023Article
- "Big Ideas" of Introductory Chemistry and Biology Courses and the Connections between Them.CBE life sciences education · 2022Article
- Using Systems and Systems Thinking to Unify Biology Education.CBE life sciences education · 2022Article
- Design and Implementation of a Tool to Assess Students' Understanding of Metabolic Pathways Dynamics and Regulation.CBE life sciences education · 2021Article
- Transfer: A Review for Biology and the Life Sciences.CBE life sciences education · 2020Review
- New Thermodynamics Boxes Simulation.CBE life sciences education · 2019Article
- Probing the Relevance of Chemical Identity Thinking in Biochemical Contexts.CBE life sciences education · 2018Article
- Connecting Structure-Property and Structure-Function Relationships across the Disciplines of Chemistry and Biology: Exploring Student Perceptions.CBE life sciences education · 2018Article
- Visual representations of energy and chemical bonding in biology and chemistry textbooks: A case study of ATP hydrolysis.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular BiologyArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Despite the number of university students who take courses in multiple science disciplines, little is known about how they connect concepts between disciplines. Energy is a concept that underlies all scientific phenomena and, as such, provides an appropriate context in which to investigate student connections and misconnections across disciplines. In this study, university students concurrently enrolled in introductory chemistry and biology were interviewed to explore their perceptions of the integration of energy both within and across the disciplines, and how they attempted to accommodate and reconcile different disciplinary approaches to energy, to inform future, interdisciplinary course reform. Findings suggest that, while students believed energy to be important to the scientific world and to the disciplines of biology and chemistry, the extent to which it was seen as central to success in their courses varied. Differences were also apparent in students' descriptions of the molecular-level mechanisms by which energy transfer occurs. These findings reveal a disconnect between how energy is understood and used in introductory science course work and uncovers opportunities to make stronger connections across the disciplines. We recommend that instructors engage in interdisciplinary conversations and consider the perspectives and goals of other disciplines when teaching introductory science courses.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.